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Advanced Placement Psychology
2010-2011
Syllabus
This class will be a survey class of psychology. That means you will be introduced to various
concepts in the field of psychology. Over the course of the year you will be graded on your
performance. Emphasis will be placed on scholarship and quality work. This will entail
extensive reading, systematic inquiry, writing, presenting and discussing. I encourage you to pay
attention to events in the world around you that have relevance to what we are studying. Learn to
use psychology to better understand the everyday events happening around you.
Course breakdown
The course is designed to give you the same experience as you would have in an
introductory college course. At the same time, the class will prepare you to take the AP exam.
The course is therefore set up to cover the topics historically found on the AP exam. There are 14
basic areas:
1. History and Approaches
2. Methods
3. Biological Bases of Behavior
4. Sensation and Perception
5. States of Consciousness
6. Learning
7. Cognition
8. Motions and Emotions
9. Developmental Psychology
10. Personality
11. Testing and Individual Differences
12. Abnormal Psychology
13. Treatment of Psychological Disorders
14. Social Psychology
To both better learn the material and to prepare for the AP exam, you will be
experiencing many of the concepts that are being studied. There will also be periodic
assessments what is being learned. We will design various activities to focus on each of the
topics and you will write about and analyze the various concepts. There will be practice tests to
help you become comfortable with the AP style of testing. Writing and critiquing essays will be
one of the assessment tools that the course will employ to both prepare for the exam and to
critically think about the materials being studied.
Course Requirements
Materials needed:
1. Text: Introduction to Psychology by Rod Plotnik, 8th Edition,
plus the study guide for the text by Matthew Enos
2. Various handouts that will be given during the year
3. Three ring binder to keep outlines
4. Notebook (three ring or spiral according to your preference) for personal writing
Classroom Expectations
Electronic Devices – No electronic devices (including cell phones, iPhones, MP3 type players
[both audio and visual], calculators, radios, CD players, etc.) are allowed. If I observe you text
messaging or reading text messages in class, you will get one warning for the year. If there is any
subsequent time, I will take your cell phone and you may collect it from me at the end of the
school day. If the problem becomes habitual, your parent or guardian will have to retrieve the
phone from me. On some occasions (which we will discuss in class) you may be permitted to
listen to your headphones.
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Food and Drink – There is NO eating in the classroom. Having a water bottle, sport drink, etc. is
permitted so long as the room remains neat at the end of class.
Language/Courtesy – I will address you respectfully and courteously. I expect you to do the
same for me and your fellow classmates. Using the criteria from my movie industry background,
I expect your vocabulary to be rated “G/PG.”
Lining up at the door at the end of class – DON’T.
Student Handbook – Be familiar with it … I will expect you to adhere to what is both required
and expected of you. Pay particular attention to the sections discussing the policies on excused
and unexcused absences and student behavior.
Late to class – I expect you to make every effort to be in class on time. We will generally have
an opening activity and you will lose the points given for that activity if you are unable to
participate. For every tardy after the first five per quarter, you will be given an additional
assignment at my discretion…anything from cleaning desks to writing about a current event.
Course Work and Grading
Please make sure all assignments are typed whenever possible, and that they reflect your best
work. All papers must have a complete paper heading: Name (first and last), Period, Date turned
in, and Title of the assignment. Make electronic backups of all your work.
Daily Work (50%) You will have an awesome amount of material to learn prior to the AP test.
You will have homework almost every night generally consisting of outlining what you are
reading. We will also do some assignments and projects during class that will be part of your
grade. Quality work turned in on time will be worth full credit. Work turned in late will be
reduced by 40% of the possible points. Late work will be accepted up until five days before your
scheduled final in the semester.
Class Participation (10%) I love discussion and debate. I will encourage you to talk about the
material we are studying, and supplement your outline for the day. The awarding of class
participation points is totally subjective. If you participate, even if you are wrong and take a
position contrary to mine, you will earn points. If, on the other hand, you are merely a classroom
observer or mentally somewhere else, you won’t. We will also be practicing writing the essay
portion of the AP exam. I will not individually grade these essays, but your attention to writing
the essay during class will make up a part of your class participation grade.
Tests (40%) One of the goals of the course is to prepare you to pass the AP exam. You will have
an exam at the end of each unit that will resemble the multiple choice questions you will find on
the AP exam. The object is to help you learn to take tests so by the time the AP exam rolls
around, you are ready.
Extra Credit You can arrange to do extra credit to improve your grade, so long as you do not have
any missing assignments. The topics in psychology for a project or paper are endless.
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AP Course Outline
2010-2011
WEEK ONE
Day one: Tuesday, September 7th
Introduction
1. HISTORY AND APPROACHES
[The objectives of this unit will be as follows:
- Trace the historical and philosophical development of psychology as a science.
- Describe how the different perspectives explore and explain human and animal
behavior.
- Identify famous psychologists and describe their contributions to the discipline (this
will be reinforced weekly throughout the course.)
- Explore different career options for people who earn degrees in psychology.]
Wednesday, September 8th
Module 1 Discovering Psychology
- Pages 3-11 DUE
- Hand out unit vocabulary sheet
- Power point lecture on History of Psychology
- Chain Reaction Time: Measuring the Speed of Thought activity
Thursday, September 9th
- Pages 12-21 DUE
- Power point lecture on Psychological Approaches
Friday, September 10th
- Review
- Quiz
- Hand out research project on 48 individual psychologists to be presented
every Friday.
WEEK TWO
Monday, September 13th
2. METHODS
[The objectives of this unit will be as follows:
- Identify basic elements of an experiment (Variables, Groups, Sampling, Population,
etc.)
- Introduce the different types of research methods.
- Discuss the advantages of research over other ways of knowing.
- Compare and contrast research methods – case studies, naturalistic observations,
survey research.)
- Explain Correlational studies.
- Describe the three measures of central tendency and measures of variation.
- Evaluate the importance of ethics in research and discuss what is and is not
considered ethical.]
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Module 2 Psychology and Science
- Pages 27-35 DUE
- Hand out Unit vocabulary sheet
- Class discussion on Methods
- Teaching about Sampling activity
- Research methods activity
- Magazine project looking for Scientific Method
Tuesday, September 14th
- Pages 36-41 DUE
- Correlation vs. Experimental Studies discussion
- In-class experiment
Wednesday, September/Thursday 15th or 16th
- Application of research methods
- Reliability vs. Validity activity
- Handout on project assignment to “Design research project and observe”
- Ethics in research discussion
[Objective - Discuss the ethics of animal and human research.]
Friday, September 17th
- Psychologists Reports (1,2&3)
- Report on research
- Draft project write-up due
WEEK THREE
Monday, September 20th
- Module 2 quiz
- Work on group presentations
- Work on write-ups due Friday
3. BIOLOGICAL BASIS OF BEHAVIOR
[The objectives of this unit will be as follows:
- Identify the parts of the brain and the function of each.
- Describe the nature of the endocrine system and its interaction with the nervous
system.
- Explain the process of neural communication.
- Explain how neurotransmitters work.
- Delineate the different steps of the neural chain.]
Module 3 and 4 – The Brain and Nervous System
Tuesday, September 21st
- Inside Out video on the brain
- Introduction of the brain
Wednesday/Thursday, September 22nd/23rd
- Vocabulary for units incorporated into Brain project
- Outline pages 47-49 DUE
- Assign Brain Project - Handout
- PBS video on the development of the brain in childhood
- Work at computers on Brain Project
Friday, September 24th
- Computer time on brain reports
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WEEK FOUR
Monday, September 27th
- Outline pages 50-56 DUE
- Ekman's report on Howard Gardner (example of Psychologist report)
- Power point presentation Module 3
- Discussion of parts of the brain and their functions
Tuesday, September 28th
- Outline pages 58 to 61 and 64 DUE
- Annenberg video on the brain
Wednesday/Thursday, September 29th/ 30st
- Quiz on Module 3
- Computer time on brain projects
Friday, October 1st
- Psychologists Reports (1,2&3)
- Module 4 – “The Incredible Nervous System”
- Power point presentation
- Outline pages 67-71 DUE
WEEK FIVE
Monday, October 4th
- Outline pages 72-79 DUE
- Discussion on function of the brain and nervous system
- Learning Activity - Acting out the Human Neuron- speed of transmission
Tuesday, October 5th
- Outline pages 80-82 and 84-87 DUE
- Handout Crossword Extra Credit
- Nervous system video- Discovery channel
- Review of Modules 3 and 4
Wednesday/Thursday, October 6th/7th
- Test on Module 3 and 4
- Brain Projects Due
- Psychologists Reports (4,5,6)
Friday, October 8th
- NO SCHOOL
WEEK SIX
4. SENSATION AND PERCEPTION
[The objectives of this unit will be as follows:
- Contrast the processes of sensation and perception.
- Identify the major components of the visual system and the function of each.
- Explain Young-Helmholtz and the opponent-process theories of color vision.
- Identify the major components of the auditory system and the function of each.
- Describe the operation of each of the five senses.
- Discuss Gestalt psychology’s contribution to the understanding of perception.
- Understand how depth perception influences behavior.
- Study the effect of constancy and context on daily life.
- Analyze the effect of perceptual set on everyday sensory experiences.]
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Module 5 - Sensation
Monday, October 11th
- Module 5 Introduction
- Hand out Unit vocabulary sheet
- Outline pages 93-99 DUE
- Assign Projects
Tuesday, October 12th
- Outline pages 100-108 DUE
- PowerPoint presentation
Wednesday/Thursday, October 13th /14th
- Annenberg video
- Smell Activity – 50 bottles/50 scents
Friday, October 15th
- Outline pages 110-115 and 118 DUE
- Psychologists Reports (7,8&9)
WEEK SEVEN
Monday, October 18th
- Work day on Projects
Tuesday, October 19th
- Activity - Leading the Blind
- Oral presentations on Projects
Wednesday/Thursday, October 20th /21st
- Finish oral presentations
- Essay practice Test
Friday, October 22nd
- Psychologists Reports (10,11&12)
- Review essay test
- Review Module 5
WEEK EIGHT
Monday, October 25th
- Module 5 TEST
Tuesday, October 26th
Module 6 -Perception
- Hand out Unit vocabulary sheet
- Outline on pages 121-127 DUE
- Activity – Sensation or Perception
- Activity - SIRDS – Binocular Vision
- Activity - Monocular Cues exercise
Wednesday/Thursday, October 27th / 28th
- Outline pages 128-133 DUE
- Guess Speaker- Donald Altman on “Mindfulness”
Friday, October 29th
- Psychologists Reports (11,12,13,14&15)
- Outline pages 135-141 DUE
- Film and discussion on Perception
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WEEK NINE
5. STATES OF CONSCIOUSNESS
[The objectives of this unit will be as follows:
- Define consciousness.
- Analyze the different theories of dreaming.
- Describe the different stages of sleep.
- Determine the common sleep disorders and their consequences.
- Discuss hypnosis, noting the behavior of hypnotized people and claims regarding its
uses.
- Analyze why psychologists are suspicious of hypnotically enhanced memories.
- Describe psychoactive drugs and their effects.
- Compare the differences between NREM and REM.
- Analyze the consequences of addiction, tolerance, and withdrawal.]
Monday, November 1st
- Quiz Modules 1 – 6
Tuesday, November 2nd
- Module 7 - Sleep and Dreams
- Hand out Unit vocabulary sheet
- Outline pages 147-157 DUE
Wednesday/Thursday, November 3rd / 4th
- Outline pages 159-163 DUE
Friday, November 5th
- NO SCHOOL
WEEK TEN
Monday, November 8th
- Psychologists Reports (16,17,18,19&20)
- Activity and Review
Tuesday, November 9th
- Module 8 - Hypnosis and Drugs
- Hand out Unit vocabulary sheet
- Outline pages 169-183 DUE
Wednesday, November 10th
- Outline pages 185-189 DUE
- Review
Thursday, November 11th
- NO SCHOOL
Friday, November 12th
- Quiz on Modules 7 and 8
Multiple Choice and two essay questions
WEEK ELEVEN
6. LEARNING
[The objectives of this unit will be as follows:
- Describe the elements of classical conditioning (Pavlov’s experiment.)
- Apply classical conditioning to different situations.
- Describe the elements of operant conditioning (Including B.F. Skinner’s work.)
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Differentiate among the various forms of reinforcement and punishment.
Apply elements of operant conditioning to different situations.
Describe operational learning.
Describe how biology influences learning.
Describe how cognition influences learning (Bandura’s Experiments.)]
Monday, November 15th
- Psychologists Reports (21.22,23&24)
- Module 9 - Classical Conditioning
- Hand out Unit vocabulary sheet
- Outline pages 195-207 DUE
Tuesday, November 16th
- Activity/Video on Learning
Wednesday/Thursday, November 17th/18th
- Module 11 – Types of Memory
- Hand out Unit vocabulary sheet
- Outline pages 239-255 DUE
- Learning activities on memory dealing with sensory memory, long-term
memory, short term memory, encoding memory, etc.
Friday, November 19th
- Psychologists Reports (25,26&27)
- Module 12 – Remembering and Forgetting
- Hand out Unit vocabulary sheet
- Outline pages 261- 275 DUE
- Power point presentation on memory
- Class activities on applied memory skills
WEEK TWELVE
– NO SCHOOL
WEEK THIRTEEN
7. COGNITION
[The objectives of this unit will be as follows:
- Describe the nature of concepts and the role of prototypes in concept formation.
- Analyze how humans encode, store and retrieve information in memory.
- Apply memory enhancement in everyday life.
- Describe the characteristics of language and evaluate the importance of language.
- Define a concept, explaining why it is useful to problem solving.
- Differentiate between algorithms and heuristics.
- Analyze how fixation, confirmation bias, heuristics, overconfidence, framing, and
belief perseverance influence the ability to solve pro
Monday, November 29th
- Module 10 Operant and Cognitive Approaches
- Hand out Unit vocabulary sheet
- Outline pages 213-222 DUE
- Lecture and class demonstration on Classical and Operant conditioning
Tuesday, November 30th
- Outline pages 223-233 DUE
- Activity learning on positive and negative reinforcement and punishment
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Wednesday/Thursday, December 1st / 2nd
- Module 14 Thought and Language
- Hand out Unit vocabulary sheet
- Outline pages 305-311 DUE
- Lecture on thoughts and language
- Problem solving activity
- Functional Fixedness activity
Friday, December 3rd
- Psychologists Reports (28,29&30)
- Outline pages 312-323 DUE
- Film on Language
WEEK FOURTEEN
Monday, December 6th
- Review
Tuesday, December 7th
- Quiz on Modules 10 and 14
Wednesday/Thursday December 8th/9th
- Essay practice Test
8. MOTIVATION AND EMOTION
[The objectives of this unit will be as follows:
- Discuss the similarities of instinct and drive theories.
- Discuss the difference between drive theory and homeostasis.
- Explain the reasons why intrinsic motivation in more beneficial than extrinsic
motivation.
- Determine how psychologists measure achievement motivation.
- Identify ways we can motivate others to give their best efforts.
- Analyze how the body regulates weight so effectively.
- Differentiate between historical and modern cognitive theories of emotion.
- Identify the psychological changes that occur when people experience different
emotions.
- Determine the criteria for assessing gender differences in emotional expression.]
Friday, December 10th
- Psychologists Reports (31,32&33)
- Module 15 – Motivation
- Hand out Unit vocabulary sheet
- Outline pages 329-337 DUE
- Lecture and discussion on theories of motivation
WEEK FIFTEEN
Monday, December 13th
- Outline pages 348-353 DUE
- Critical thinking learning activities on motivation:
Food Attitudes
Risky behaviors
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Tuesday, December 14th
- Module 16 – Emotions
- Hand out Unit vocabulary sheet
- Outline on pages 359-371 DUE
- Assignment on inquiry questions on emotions
Wednesday/Thursday, December 15th/16th
- Discussion on inquiry questions
- Play Motivation/emotion Jeopardy
- Review Modules 15 and 16
Friday, December 17th
- Psychologists Reports (34,35&36)
- Quiz on Modules 15 and 16
WEEK SIXTEEN
- NO SCHOOL
WEEK SEVENTEEN
- NO SCHOOL
WEEK EIGHTEEN
9. DEVELOPMENTAL PSYCHOLOGY
[The objectives of this unit will be as follows:
- Describe the theories by Piaget, Erikson and Kohlberg.
- Describe the physical development of infants and children from conception to
puberty.
- Analyze the cognitive development of infants and children.
- Evaluate the importance of social development in infants and children.
- Define adolescence and evaluate how adolescence has changed over the last century.
- Summarize the physical changes that occur during adolescence.
- Analyze how the reasoning ability of adolescents differs from that of children.
- Describe how nature and nurture affect behavior.
- Describe how developmental psychologists research development over the lifespan.
- Analyze how sex roles influence individual and social behavior throughout the
lifespan.]
Monday, January 3rd
- NO SCHOOL
Tuesday, January 4th
- Module 17 - Infancy & Childhood
- Hand out Unit vocabulary sheet
- Outline pages 377-387 DUE
- Mock Child Psychologist Activity
Wednesday/Thursday, January 5th/6th
- Reports on Psychologists (37, 38, 39 &40)
- Reports on Psychologists (41, 42, 43 &44)
- Reports on Psychologists (45, 46 47, &48)
Friday, January 7th
- Outline pages 388-401 DUE
- “Stormy Childhood” Reading and discussion on childhood development
using writings from Piaget, Erikson, etc.
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WEEK NINETEEN
Monday, January 10th
- Module 18 - Adolescence & Adulthood
- Hand out Unit vocabulary sheet
- Outline pages 407-415 DUE
- Film on maturing
Tuesday, January 11th
- Outline pages 416-422 DUE
- Lecture on Erikson’s psychological stages
Wednesday/Thursday, January 12th/13th
- Outline pages 423-427 DUE
- Discussion and activity on parenting styles
- Review
Friday, January 14th
- Quiz on Modules 17 and 18
WEEK TWENTY
10. PERSONALITY
[The objectives of this unit will be as follows:
- Describe personality structure in terms of the interactions of the id, ego, and
superego.
- Explain how defense mechanisms protect the individual from anxiety.
- Describe the contributions of the neo-Freudians.
- Explain how personality inventories are used to assess traits.
- Describe the humanistic perspective on personality in terms of Maslow’s focus on
self-actualization and Rogers’ emphasis on people’s potential for growth.
- Describe the impact of individualism and collectivism on self-identity.
- Describe the social-cognitive perspective on personality.
- Discuss the consequences of personal control,, learned helplessness, and optimism.]
Monday, January, 17th
- NO SCHOOL
Tuesday, January 18th
- Module 19 - Freudian & Humanistic Theories
- Hand out Unit vocabulary sheet
- Outline pages 433-439 DUE
- Lecture and discussion on personality theories
- Research assignment to students to develop their own theory on
personality – due on January 25th
Wednesday/Thursday, January 19th/20th
- Outline pages 440-446 DUE
- Essay question writing practice
Friday, January 21st
- Outline pages 448-451 DUE
- Activity on theories of personality
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WEEK TWENTY-ONE
Monday, January, 24th
- Module 19 Quiz
Tuesday, January, 25th
Module Review
Wednesday/Thursday, January 26th/27th
- Module Review
Friday, January, 28th
- Module Review
WEEK TWENTY-TWO
Monday, January, 31th
Final Review
Balance of Week finals with NO SCHOOL on Friday
– FINALS
WEEK TWENTY-THREE
Monday, February 7th
Module 20 - Social Cognitive & Trait Theories
- Hand out Unit vocabulary sheet
- Outline pages 457-465 DUE
- Discussion on Locus of Control
- Critical thinking activity on Barnum Principle
- Jigsaw classroom technique to understand Personality theories
Tuesday, February 8th
- Outline pages 466-475 DUE
- Personality Testing
Wednesday/Thursday February 9th/10th
- Research Project – on trait theories
Friday, February 11th
- Present Reports
WEEK TWENTY-FOUR
11. TESTING AND INDIVIDUAL DIFFERENCES
[The objectives of this unit will be as follows:
- Describe the nature of intelligence.
- Compare and contrast Gardner’s and Sternberg’s theories of intelligence.
- Look at the origins of intelligence testing and evaluate Alfred Binet’s contribution to
intelligence testing.
- Evaluate Lewis Terman’s role in the development of intelligence testing.
- Describe David Weschler’s contribution to intelligence testing.
- Explain how group tests differ from individual tests.
- Differentiate between an aptitude test and an achievement test.
- Explain the difference between reliability and an achievement test.
- Analyze the reasons for the difference in test scores among people of different
genders, races, and ethnic group.]
Monday, February 15th
- Module 13 - Intelligence
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- Hand out Unit vocabulary sheet
- Outline pages 282-289 DUE
- Discussion on intelligence testing
Tuesday, February 16th
- Outline pages 290 – 299 DUE
- Intelligence and IQ testing Activity
Wednesday/Thursday February 17th/18th
- Film on Creativity
Friday, February 19th
- Review Modules 13 and 20
WEEK TWENTY-FIVE
Monday, February 21st
- NO SCHOOL
Tuesday, February 22nd
- Quiz on Modules 13 and 20.
12. ABNORML PSYCHOLOGY
[The objectives of this unit will be as follows:
- Identify the criteria psychologists use to diagnose psychological disorders.
- Differentiate among the different perspectives psychologists take to understand
psychological disorders.
- Describe the characteristics of mood disorders.
- Describe the characteristics of anxiety disorders.
- Describe the characteristics of somatoform disorders.
- Describe the characteristics of schizophrenia.
- Describe the characteristics of personality disorders.
- Describe the characteristics of brain-based disorders.
- Describe the nature of organic and personality disorders.]
Wednesday/Thursday, February 23rd /24th
- Film on abnormal behavior
- Handout on monitoring stress activity
Friday, February 25th
- Module 21 - Health, Stress & Coping
- Hand out Unit vocabulary sheet
- Outline pages 481-493 DUE
- Activity on Measuring Hardiness
WEEK TWENTY-SIX
Monday, February 28th
- Outline pages 494-503 DUE
- Discussion and activity on Coping – emotion focused and problem focused
- Self assessment of personal stress
- Discussion on stressful events
Tuesday, March 1st
- Module 22 - Assessment and Anxiety Disorder
- Hand out Unit vocabulary sheet
- Outline pages 509-516 DUE
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- Show scene from “As Good As It Gets” to show example of OCD
- Activity – “Obsessive-compulsive Question Sheet”
- Discussion and presentation on “Abnormal Behavior”
Wednesday/Thursday, March 2nd/3rd
- Outline pages 517-525 DUE
- Practice Essays – write/review and critique.
Friday, March 4th
- Module 23 - Mood Disorders & Schizophrenia
- Hand out Unit vocabulary sheet
- Outline pages 531-537& 548-549 DUE
- Discussion on depression – signs and symptoms
- Review of Schizophrenia
WEEK TWENTY-SEVEN
Monday, March 7th
Outline pages 538-547 DUE
- Review handout on Identifying disorders
- Film project to look at psychological disorders
Tuesday, March 8th
- Review Modules 21,22&23
Wednesday/Thursday, March 9th / 10th
- Quiz over Modules 21,22&23
13. TREATMENT of PSYCHOLOGICAL DISORDERS
[The objectives of this unit will be as follows:
- Discuss the aims and methods of psychoanalysis.
- Identify the basic characteristics of the humanistic therapies.
- Identify the basic assumptions of behavior therapy.
- Describe the assumptions and goals of the cognitive therapies.
- Discuss the benefits of group therapy and family therapy.
- Discuss the findings regarding the effectiveness of the psychotherapies.
- Discuss the role of values and cultural differences in the therapeutic process.
- Identify the common forms of drug therapy and the use of electroconvulsive therapy.
- Review the different treatment options for various types of psychological disorders.]
Friday, March 11th
- Module 24 - Therapies
- Hand out Unit vocabulary sheet
- Outline pages 555-565 DUE
- Inquiry questions on therapies – in class review and discuss
WEEK TWENTY- EIGHT
Monday, March 14th
- Outline pages 566-575 DUE
- Activity on the five perspectives of Etiology and treatment of abnormal
behavior
- Students develop mini presentations on Therapies
Tuesday, March 15th
- Quiz on Module 24
14. SOCIAL PSYCHOLOGY
[The objectives of this unit will be as follows:
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Differentiate between situational and dispositional attribution.
Identify the conditions in which people are more likely to conform and obey.
Determine how the presence of others influences actions.
Evaluate why people are attached to each other.
Describe the conditions under which people are more likely to help others.
Differentiate among the terms prejudice, stereotype, and discrimination.
Determine the biological and social contributors to aggression and attraction.
Define culture and how it develops.
Describe the social, emotional, and cognitive factors that contribute to the
persistence of cultural, ethnic, and gender prejudice and discrimination.
Explain altruistic behavior in terms of social exchange theory and social norms.]
Wednesday/Thursday, March 16th /17th
- Module 25 - Social Psychology
- Hand out Unit vocabulary sheet
- Outline pages 581-591 DUE
- Handout case situations – real-life incidents reported in the media
- Cooperation puzzle exercise
Friday, March 18th
- Outline pages 592-605 DUE
- Discussion on what behavior was demonstrated in the situations handed out
previous day, an analysis of the situation and how various specified theories
apply. How may a social psychologist respond to each case?
- Quiz on Module 25
WEEK TWENTY-NINE
SPRING BREAK – NO SCHOOL
AFTER SPRING BREAK WE WILL REVIEW FOR THE EXAM WITH VARIOUS
HANDOUTS
WEEK THIRTY
Monday, March 28th
- Review over all Modules
Tuesday, March 29th
- Review over all Modules
Wednesday/Thursday, March 30th/31st
- Practice AP EXAM
Friday, April 1st
- Go over Exam and essays
WEEK THIRTY-ONE
Monday, April 4th
-
Review of Psychologists and their theories
Tuesday, April 5th
-
Review of Psychologists and their theories (continued)
Wednesday/Thursday, April 6th/7th
- Quiz over Psychologists and their theories
Friday, April 8th
- Review HISTORY AND APPROACHES and METHODS
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WEEK THIRTY-TWO
Monday, April 11th
- Review SENSATION AND PERCEPTION
Tuesday, April 12th
- Review STATES OF CONSCIOUSNESS
Wednesday/Thursday, April 13th/14th
- Review BIOLOGICAL BASIS OF BEHAVIOR
Friday, April 15th
NO SCHOOL
WEEK THIRTY-THREE
Monday, April 18th
-
NO SCHOOL
Tuesday, April 19th
- Review LEARNING and COGNITION
Wednesday/Thursday, April 20th/21st
- Review MOTIVATION AND EMOTION
Friday, April 22nd
- Review DEVELOPMENTAL PSYCHOLOGY
WEEK THIRTY - FOUR
Monday, April 25th
-
Review PERSONALITY
Tuesday, April 26th
- Review TESTING AND INDIVIDUAL DIFFERENCES
Wednesday/Thursday, April 27th/28th
- Review ABNORML PSYCHOLOGY and TREATMENT of PSYCHOLOGICAL
DISORDERS
- Take practice Exam
Friday, April 29th
- SOCIAL PSYCHOLOGY Review
WEEK THIRTY-FIVE
Monday, May 2nd
- AP Psychology Test May 2nd at Noon
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